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In 2018, KPAI noted that 84% of students in Indonesia had experienced violence at school. The research conducted by Jannah (2018) on early adolescents at Surabaya A Junior High School revealed that 76% of students had hit, 66% had fought, 46% had damaged items when angry, 90% had been hostile, 84% were angry and indicated adolescents tend to be prone to aggressive behavior. Adolescents who are male have a tendency to behave aggressively higher when compared to women (Santrock, 2007). The development of impulsive aggression involves emotional processes (Teten et al, 2008). Emotional states during adolescence are characterized by unstable and turbulent emotions, so that the mood can change quickly. Teenagers are said to have reached emotional maturity if they do not "blow up" their emotions in front of other people but wait for a more appropriate time and place to express their emotions in ways that are more acceptable. Adolescents whose emotions mature provide stable emotional reactions, do not change from one emotion or mood to another. The difficulty of reacting to emotions is called alexithymia. According to Sadock & Virginia (2010), alexithymia is a person's inability to describe or have difficulty describing or being aware of his emotions or mood. Goleman (2017) states that emotional blindness will cause several disadvantages including aggressive behavior. Research shows that high alexithymia levels are associated with high aggressive behavior and impulsive behavior (Teten et al, 2008). Salminen et al. (1998) stated that men were more likely to be not expressive in conveying emotions so that the possibility of alexithymia occurring in men was more than women. Based on the theoretical study above, there is an association between alexithymia and aggressive behavior in male adolescents.

Introducción: En la cultura occidental existe un incremento en el número de estudios que describen los síntomas del Trastorno de Déficit de Atención con Hiperactividad (TDAH) entre los escolares. No obstante, los estudios sobre TDAH entre niños de culturas no occidentales son limitados. Así, el propósito de este estudio es comparar perfiles de problemas de comportamiento en niños turcos con Déficit de Atención/Déficit de Hiperactividad (DA/DH) y aquellos que no lo sufren.Método: Un total de 49 niños con y sin DA/DH participaron en este estudio. Los problemas de comportamiento de los niños fueron evaluados mediante la versión en turco de la Child Behavior Checklist (CBCL).Resultados: El análisis de los resultados del CBCL refleja que los niños turcos con DA/DH se situaban en los rangos clínicos en comparación con los niños sin DA/DH. Los padres de los niños con los trastornos señalaron tasas altas de comportamiento agresivo, problemas de atención y problemas con el cumplimiento de normas.Discusión y Conclusiones: En general, los resultados apuntan similitudes en las características de los niños con TDAH. En este sentido, los niños turcos con TDAH presentan niveles clínicos en cuanto a problemas de conducta en comparación con los otros niños que no tienen este trastorno. Los resultados se discuten bajo el marco de la literatura disponible y se proporcionan recomendaciones para una práctica adecuada.

Previous research has shown links between parenting and externalizing behavior problems in young children over time. Associations between inhibitory control, one of the executive functions, and externalizing behavior problems are widely established as well. Yet, the role of inhibitory control in the maintenance and change of externalizing behavior problems over time remains unclear. We examined whether inhibitory control could explain the link between mother-child interactions measured on a moment-to-moment timescale and preschoolers’ externalizing behavior problems as reported by teachers. With a sample of 173 predominantly clinically referred preschoolers (76.9% boys) we tested a longitudinal model proposing that affective dyadic flexibility and maternal negative affect predict as well as interact in predicting hyperactive/impulsive behavior and aggressive behavior, with preschoolers’ inhibitory control as a mediator. Our results provide support for this model for preschoolers’ hyperactive/impulsive behavior, but not for aggressive behavior. Hence, inhibitory control is identified as a mechanism linking the content and structure of mother-child interactions to preschoolers’ hyperactivity and impulsivity over time.